HERE ARE THE QUESTIONS:
#1. Before we begin anything in our classrooms, we know that we need to prepare ourselves and then our students. We need to have a clear picture of how our classroom will operate. As the authors state: Reading workshop is a set of structures used daily. It is the method for teaching our reading curriculum. There is a great explanation of reading workshop on pages 17-19. Share your comments on this structure. Any concerns? Any tips to share?
Ronda, I have found in my first grade classroom that the reading workshop is successful largely in part to the predictable structure. I think you will find the same! I’ve often read when students have a familiar format to follow that frees up their mental energy to focus on their learning (rather than anxiously awaiting how the lesson will go.) I have found a freedom in using that same structure for reading and writing workshop, as well as in math. The structure is just good teaching. It’s simply the old Madeline Hunter lesson planning I remember doing so much of in college. I liked how the authors fleshed out how that format goes in an art class as well as the reading workshop. The structure really can be used in all areas. I’ve been working within the reading workshop approach for a few years now. Every year I work on improving at least one aspect. I felt good about the fact that I actually made time for kids to share at the end of the lesson last year. It was a great way to solidify the lesson I had taught or to highlight something new that lead me to the next day’s lesson. During the share time, I realized that I didn’t always have to go around the circle for each kid to share. Sometimes, I had them simply turn-and-talk to others about their work that day while I popped around to listen in. I often chose to share something I noticed during the workshop or heard during the share. It’s another great way to build community in the classroom.
Sara Sabourin
#2. The classroom library is a vital piece of reading workshop. You need lots of books! Explain how you set up your classroom library and organize it so that it is accessible to students. What system do you use for book shopping?
I have worked hard to create my classroom library that sounds just like the one Cara described. I have built my collection and have it organized different ways. I have one shelf designated to favorite authors (Carle, Crews, Henkes, Munsch, Lionni, Polacco, Seuss, etc.) and another one for favorite characters / series (Arthur, Berenstain Bears, Clifford, Franklin, Froggy, Frog and Toad, Junie B. Jones, Magic Tree House). I organize them alphabetically, too, as you may have noticed J. I have two more shelves designated for non-fiction themes (animals, dinosaurs, insects, weather, etc). Most of the books on all those shelves have also been leveled according to Fountas and Pinell letter-system. I have one shelf that is strictly by the levels. Another shelf has books of songs, poetry, and the alphabet.
As the authors explain on page 19, kids need to “spend less time looking for books and more time reading books.” I feel that my organized library and book shopping schedule (at a different time from reading workshop) allow kids to spend much more time reading. I’ve tried different approaches for book shopping. Last year I had all the students shop before lunch on Wednesday morning. When they were done they had free choice reading time where they could read any book with others until everyone was finished. I’ve also had kids shop on different days. This year I would like to have reading partners shops on the same day. So everyone will be on different days. One tip I learned at the Home Grown Institute was to let the book shoppers for that day sit on the carpet area to read (or have some other special place). This frees up their desks so that I could hold a small reading group at their seats. I’ve eliminated my chunky kidney-bean shaped table to free up more room. I plan to try this idea, or simply plop on the ground with them as I have done in the past.
Sara Sabourin
#3. This next section explains some different ways we can monitor our students' thinking. We need to have structures in place so we can use this information in conferences and for our small group work. Book logs, post-its, and a reading notebook are examples they give. Which structures do you use and how do you monitor it? If this is new to you, which structure appeals to you and why?
#4. Clear expectations are essential in an independent workshop. We need to model what we expect to see. Students need to know what strategies they can use when they are stuck. Students also need to know what is expected of them during a conference. How will you explicitly teach your students to be independent? Please explain.
In the past, my library has been neatly shelved in the back of my room. Students would access it as needed and randomly choose books. Over this summer, I have worked on leveling many of my books. The books are being sorted into levels as well as baskets for favorite authors and genres. I am excited to make my library a more inviting place for my students to find books that are just right for them. Because I teach in a resource room, book shopping will be easier as I have fewer students throughout the day. Students will check out books once a week, more often if they are needed. Students in my room have baskets where they store their things, and their books will be stored there as well. I will use zip-lock bags to send books home on a nightly basis.
Sue Ronning
Again, I have to view the questions and responses through the history tab and it will not let me edit to respond. Here are my responses.
#1 I have used this structure in my writing workshop, so I know how valuable it is to have a format to follow. Time management is one factor to keep in mind. It is difficult to stick to the times advised for each part. Once I told myself it is okay to take two days for a session, I was fine. As teachers, we are always trying to pack so much into a day. Be true to the structure an stick with it. It does work.
#2 I have my library organized similar to Beth Newingham, but not anywhere close to as wonderful as hers. Hers is my dream library. I have printed up some of her genre tabs and placed them on baskets. I have also made some of my own. I place a code on the basket and on the back of each book so students know where they go. What will be new for me this year is leveling all of my books. While I will still have genre and author baskets, I will also have other books in leveled baskets. So much work, but so worth it. As far as book shopping, I have always let kids shop when they needed a new book. I may try giving students a shopping day this year. I can see how it would cut down on the library becoming a meeting place to chat. It will also make them think through their choices more.
#3 I will definitely use a Reader’s Notebook with my third graders. Post Its are new to me. I am still thinking about how I will use them. Since this will be new to my students, I believe I will need to model it for a while so they don’t stick things on notes to say they did. Maybe pass out the old basal and do it together as a class on a story for practice? I will be trying out many different things this year to see what works for my class and myself.
#4 I totally agree with the comments made. Setting expectations right away. modeling them, and being consistent is key. If you do all of these things, you should have very few problems. The beginning will be awful, but imagine how smoothly it will go after the first month. TGaribay
#1 Room readiness: the set up on page 18 is a nice lay out. It is similar to what I did last year. First it starts with a mini lesson. I used the ones laid out in the 3 ring binders from the MAISD. Second, I would send students off for independent reading. I also on some days would allow partner reading—after reading Art of Reading—I would allow more partnership reading. I would do more book clubs like laid out in Reading for Real. Then there is response time—I did not do enough of this—focused on only higher students last year. I do know that all would benefit from it. Conferring. I had a system for conferring that worked for me—4-5 stt6udnets per day I would meet with—all students’ info on a clipboard. Then final all class debrief—I usually did not do—this dynamic need work for me instead I had students score themselves with a rubric the class created.
#2 the step up of my classroom library was pretty straightforward. Books where leveled with Fountas and Pinnell system. Some books where by author or subject. Big Books where together. The Nonfiction books where together.
#3 Monitoring student thinking primarily come through the conferring or the silent walk abouts I did. Again I would encourage myself and others to do more journaling.
#4 I had less trouble encouraging independent reading than curtailing it for subjects that needed there focus for a teaching moment. KDN
#1. Before we begin anything in our classrooms, we know that we need to prepare ourselves and then our students. We need to have a clear picture of how our classroom will operate. As the authors state: Reading workshop is a set of structures used daily. It is the method for teaching our reading curriculum. There is a great explanation of reading workshop on pages 17-19. Share your comments on this structure. Any concerns? Any tips to share?
Ronda, I have found in my first grade classroom that the reading workshop is successful largely in part to the predictable structure. I think you will find the same! I’ve often read when students have a familiar format to follow that frees up their mental energy to focus on their learning (rather than anxiously awaiting how the lesson will go.) I have found a freedom in using that same structure for reading and writing workshop, as well as in math. The structure is just good teaching. It’s simply the old Madeline Hunter lesson planning I remember doing so much of in college. I liked how the authors fleshed out how that format goes in an art class as well as the reading workshop. The structure really can be used in all areas. I’ve been working within the reading workshop approach for a few years now. Every year I work on improving at least one aspect. I felt good about the fact that I actually made time for kids to share at the end of the lesson last year. It was a great way to solidify the lesson I had taught or to highlight something new that lead me to the next day’s lesson. During the share time, I realized that I didn’t always have to go around the circle for each kid to share. Sometimes, I had them simply turn-and-talk to others about their work that day while I popped around to listen in. I often chose to share something I noticed during the workshop or heard during the share. It’s another great way to build community in the classroom.
Sara Sabourin
#2. The classroom library is a vital piece of reading workshop. You need lots of books! Explain how you set up your classroom library and organize it so that it is accessible to students. What system do you use for book shopping?
I have worked hard to create my classroom library that sounds just like the one Cara described. I have built my collection and have it organized different ways. I have one shelf designated to favorite authors (Carle, Crews, Henkes, Munsch, Lionni, Polacco, Seuss, etc.) and another one for favorite characters / series (Arthur, Berenstain Bears, Clifford, Franklin, Froggy, Frog and Toad, Junie B. Jones, Magic Tree House). I organize them alphabetically, too, as you may have noticed J. I have two more shelves designated for non-fiction themes (animals, dinosaurs, insects, weather, etc). Most of the books on all those shelves have also been leveled according to Fountas and Pinell letter-system. I have one shelf that is strictly by the levels. Another shelf has books of songs, poetry, and the alphabet.
As the authors explain on page 19, kids need to “spend less time looking for books and more time reading books.” I feel that my organized library and book shopping schedule (at a different time from reading workshop) allow kids to spend much more time reading. I’ve tried different approaches for book shopping. Last year I had all the students shop before lunch on Wednesday morning. When they were done they had free choice reading time where they could read any book with others until everyone was finished. I’ve also had kids shop on different days. This year I would like to have reading partners shops on the same day. So everyone will be on different days. One tip I learned at the Home Grown Institute was to let the book shoppers for that day sit on the carpet area to read (or have some other special place). This frees up their desks so that I could hold a small reading group at their seats. I’ve eliminated my chunky kidney-bean shaped table to free up more room. I plan to try this idea, or simply plop on the ground with them as I have done in the past.
Sara Sabourin
#3. This next section explains some different ways we can monitor our students' thinking. We need to have structures in place so we can use this information in conferences and for our small group work. Book logs, post-its, and a reading notebook are examples they give. Which structures do you use and how do you monitor it? If this is new to you, which structure appeals to you and why?
#4. Clear expectations are essential in an independent workshop. We need to model what we expect to see. Students need to know what strategies they can use when they are stuck. Students also need to know what is expected of them during a conference. How will you explicitly teach your students to be independent? Please explain.
In the past, my library has been neatly shelved in the back of my room. Students would access it as needed and randomly choose books. Over this summer, I have worked on leveling many of my books. The books are being sorted into levels as well as baskets for favorite authors and genres. I am excited to make my library a more inviting place for my students to find books that are just right for them. Because I teach in a resource room, book shopping will be easier as I have fewer students throughout the day. Students will check out books once a week, more often if they are needed. Students in my room have baskets where they store their things, and their books will be stored there as well. I will use zip-lock bags to send books home on a nightly basis.
Sue Ronning
Again, I have to view the questions and responses through the history tab and it will not let me edit to respond. Here are my responses.
#1 I have used this structure in my writing workshop, so I know how valuable it is to have a format to follow. Time management is one factor to keep in mind. It is difficult to stick to the times advised for each part. Once I told myself it is okay to take two days for a session, I was fine. As teachers, we are always trying to pack so much into a day. Be true to the structure an stick with it. It does work.
#2 I have my library organized similar to Beth Newingham, but not anywhere close to as wonderful as hers. Hers is my dream library. I have printed up some of her genre tabs and placed them on baskets. I have also made some of my own. I place a code on the basket and on the back of each book so students know where they go. What will be new for me this year is leveling all of my books. While I will still have genre and author baskets, I will also have other books in leveled baskets. So much work, but so worth it. As far as book shopping, I have always let kids shop when they needed a new book. I may try giving students a shopping day this year. I can see how it would cut down on the library becoming a meeting place to chat. It will also make them think through their choices more.
#3 I will definitely use a Reader’s Notebook with my third graders. Post Its are new to me. I am still thinking about how I will use them. Since this will be new to my students, I believe I will need to model it for a while so they don’t stick things on notes to say they did. Maybe pass out the old basal and do it together as a class on a story for practice? I will be trying out many different things this year to see what works for my class and myself.
#4 I totally agree with the comments made. Setting expectations right away. modeling them, and being consistent is key. If you do all of these things, you should have very few problems. The beginning will be awful, but imagine how smoothly it will go after the first month. TGaribay
#1 Room readiness: the set up on page 18 is a nice lay out. It is similar to what I did last year. First it starts with a mini lesson. I used the ones laid out in the 3 ring binders from the MAISD. Second, I would send students off for independent reading. I also on some days would allow partner reading—after reading Art of Reading—I would allow more partnership reading. I would do more book clubs like laid out in Reading for Real. Then there is response time—I did not do enough of this—focused on only higher students last year. I do know that all would benefit from it. Conferring. I had a system for conferring that worked for me—4-5 stt6udnets per day I would meet with—all students’ info on a clipboard. Then final all class debrief—I usually did not do—this dynamic need work for me instead I had students score themselves with a rubric the class created.
#2 the step up of my classroom library was pretty straightforward. Books where leveled with Fountas and Pinnell system. Some books where by author or subject. Big Books where together. The Nonfiction books where together.
#3 Monitoring student thinking primarily come through the conferring or the silent walk abouts I did. Again I would encourage myself and others to do more journaling.
#4 I had less trouble encouraging independent reading than curtailing it for subjects that needed there focus for a teaching moment. KDN